000 04703nam a22006375i 4500
001 978-981-15-2137-9
003 DE-He213
005 20210303091245.0
007 cr nn 008mamaa
008 200323s2020 si | s |||| 0|eng d
020 _a9789811521379
024 7 _a10.1007/978-981-15-2137-9
_2doi
040 _cМУБИС
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
245 1 0 _aEmpowering Teachers to Build a Better World
_h[electronic resource] :
_bHow Six Nations Support Teachers for 21st Century Education /
_cedited by Fernando M. Reimers.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aVIII, 135 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1 Building teacher capacity to educate the whole child. Lessons from comparative experience -- 2 Supporting mathematics instruction for mastery in England -- 3 Supporting all teachers in learning in Colombia -- 4 Policies for Teacher Professionalization in Mexico’s Education Reform -- 5 Building teacher capacity at the Telangana Social Welfare Residential Educational Institution Society -- 6 Cambodia’s New Generation Schools Reform -- 7 Twenty first century learning in Burlington Public Schools.
506 0 _aOpen Access
520 _aThis open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.
650 0 _aTeaching.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation—Curricula.
650 0 _aEducational sociology .
650 0 _aEducation and sociology.
650 0 _aEducational sociology.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aCurriculum Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
650 2 4 _aEducation Policy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X33030
650 2 4 _aSociology of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X22070
650 2 4 _aSociology of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O29000
700 1 _aReimers, Fernando M.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811521362
776 0 8 _iPrinted edition:
_z9789811521386
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-981-15-2137-9
942 _2ddc
_cEBOOK
999 _c102298
_d102298